Courseware development model (CDM): The effects of CDM on primary school pre-service teachers' achievements and attitudes

Efendioğlu, Akın

doi:10.1016/j.compedu.2012.03.015

Cited by 12 publications

(13 citation statements)

References 96 publications

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“…This is inline with voice principle (Multimedia Learning Theory) and also agreed with [19]. This also avoids them from feeling bored and demotivated in learning.…”

Section: Use Friendly Voice Intonationmentioning

confidence: 58%

“…Preliminary study also indicates that VI learners depend 100% on audio to recognize everything that appears on the screen. In fact, by using auditory explanations, synchronized with visual scene, it improves the learners" perceptions and learning levels manner [19]. As a result, this study decides that auditory explanation is compulsory as one of the teaching and learning techniques in AC4LV although existing models only recommend it.…”

Section: Justification On Content Composition Component In Ac4lvmentioning

confidence: 86%

“…In developing a quality courseware, both of these categories are considered necessary. This means a courseware should have pedagogical strategy similar to teachers ( [19]. In ensuring the quality, this study believes that human entities play an important role to express the pedagogical aspects in the courseware.…”

Section: (Ii)mentioning

confidence: 99%

“…This means starting from the opening until the ending of a courseware, it must be organized in a consistent and coherent manner [19]. In short, the whole presentation of the content must make sense with the learners.…”

Section: B the Proposed Conceptual Design Model Of Ac4lv (I) Structumentioning

confidence: 99%

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Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) Learners

Aziz

Mutalib

Sarif

2015

Advances in Social Science, Education and Humanities Research

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-This paper describes an ongoing study related to the design of conceptual design model which specific to learning content application for low vision learners. Reviews from literatures indicate that content application such as courseware which is specifically designed to cater the needs of low vision learners in learning is highly scarce. It was found that most of the existing content applications including courseware focus to the needs of normal student, in which most of this courseware mean too little to the low vision learners in terms of information accessibility, navigation ability, and pleasure aspects. In addition, the use of Assistive Technology (AT) such as magnifying glass was also problematic for them. Thus, this study aims at creating an alternative content application particularly courseware for low vision learners. It is called as Assistive Courseware for Low Vision (AC4LV). Prior to develop an AC4LV a specific design model has to be proposed as guidance for the developer to refer to. So, this paper proposes a Conceptual Design Model of AC4LV by utilizing three phases of activities. Future works is to validate the proposed model through expert review and prototyping method.

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“…This is inline with voice principle (Multimedia Learning Theory) and also agreed with [19]. This also avoids them from feeling bored and demotivated in learning.…”

Section: Use Friendly Voice Intonationmentioning

confidence: 58%

Section: Justification On Content Composition Component In Ac4lvmentioning

confidence: 86%

Section: (Ii)mentioning

confidence: 99%

Section: B the Proposed Conceptual Design Model Of Ac4lv (I) Structumentioning

confidence: 99%

See 2 more Smart Citations

Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) Learners

Aziz

Mutalib

Sarif

2015

Advances in Social Science, Education and Humanities Research

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“…As computers are used extensively across all levels in education, and students are exposed to technology earlier, researchers have started to use and cite CAMYS (Borhani, Vatanparast, Abbaszadeh, & Seyfadini, 2012;Bujak, Radu, MacIntyre, Catrambone, Zheng, & Golubski, 2013;Efendioglu, 2012;Efendioglu & Yelken, 2010;Hu, Lu, & Huang, 2010;Lee, 2011;Milic & Skoric, 2012;Yuksel, 2012;Zschocke, Beniest, Yayé, & Chakeredza, 2013). Each study is briefly considered in turn.…”

Section: Studies Using Camysmentioning

confidence: 99%

Validation and Measurement Invariance of the Computer Attitude Measure for Young Students (Camys)

Asil

Teo

Noyes

2014

Journal of Educational Computing Research

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Students' attitudes toward technology, especially computers, play a key role in the effective integration of Information and Communication Technologies (ICT). Although numerous attitude scales have been developed to measure attitude toward computers, we found only a few instruments designed for young students aged 11-13 years. Among these attitude scales, the Computer Attitude Measure for Young Students (CAMYS) scale was developed specifically for use on young students. In this study, we examine whether CAMYS is still a valid and relevant instrument given the exponential changes in computer systems. Confirmatory factor analyses (CFA) and measurement invariance analyses across gender on sub-samples for cross validation were performed. Positive computer attitudes among the students were observed. The CFA results confirmed the existence of three separate factors: perceived ease of use (PEU), affect toward computer (ATC), and perceived usefulness (PU). The revised model was found to have a good fit and to show invariance across gender. We concluded that future research could use the revised scale for measuring computer attitudes of young students with confidence.

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